What counts as evidence in the school choice debate?
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| Title: | What counts as evidence in the school choice debate? |
|---|---|
| Authors: | Gorard, Stephen, Fitz, John |
| Source: | British Educational Research Journal. Dec2006, Vol. 32 Issue 6, p797-816. 20p. |
| Subjects: | School choice, Educational change, Social sciences, Educational innovations, Professional peer review |
| Geographic Terms: | United Kingdom |
| Abstract: | This article has two chief purposes. It presents a substantive reappraisal of a decade of school choice research in the UK. This reappraisal is used as a case study illustrating the elasticity of the notion of social science 'evidence', when wielded by academics in an area where strong ideological preconceptions struggle with the lack of a sound quantitative tradition of research. The focus here is on the changing socio-economic compositions of schools in an era of choice. A prediction from theory and from small-scale studies had been that schools in England and Wales would become more segregated in terms of indicators of socio-economic disadvantage after the Education Reform Act 1988. The first large-scale study of the actual compositions of schools suggested that this did not happen. This study was then subjected by a majority of UK academics in the field to a level of criticism that was not applied by them to subsequent, but seemingly inferior, studies that reached an opposite conclusion. The criticism involved widespread misquotation and misunderstanding that was not picked up by 'peer' review. What, therefore, counts as evidence in the school choice debate? [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 23068375 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: What counts as evidence in the school choice debate? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gorard%2C+Stephen%22">Gorard, Stephen</searchLink><br /><searchLink fieldCode="AR" term="%22Fitz%2C+John%22">Fitz, John</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Dec2006, Vol. 32 Issue 6, p797-816. 20p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22School+choice%22">School choice</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Social+sciences%22">Social sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+peer+review%22">Professional peer review</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article has two chief purposes. It presents a substantive reappraisal of a decade of school choice research in the UK. This reappraisal is used as a case study illustrating the elasticity of the notion of social science 'evidence', when wielded by academics in an area where strong ideological preconceptions struggle with the lack of a sound quantitative tradition of research. The focus here is on the changing socio-economic compositions of schools in an era of choice. A prediction from theory and from small-scale studies had been that schools in England and Wales would become more segregated in terms of indicators of socio-economic disadvantage after the Education Reform Act 1988. The first large-scale study of the actual compositions of schools suggested that this did not happen. This study was then subjected by a majority of UK academics in the field to a level of criticism that was not applied by them to subsequent, but seemingly inferior, studies that reached an opposite conclusion. The criticism involved widespread misquotation and misunderstanding that was not picked up by 'peer' review. What, therefore, counts as evidence in the school choice debate? [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=23068375 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01411920600989438 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 797 Subjects: – SubjectFull: School choice Type: general – SubjectFull: Educational change Type: general – SubjectFull: Social sciences Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Professional peer review Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: What counts as evidence in the school choice debate? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gorard, Stephen – PersonEntity: Name: NameFull: Fitz, John IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2006 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 01411926 Numbering: – Type: volume Value: 32 – Type: issue Value: 6 Titles: – TitleFull: British Educational Research Journal Type: main |
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